Accreditation has existed to improve the quality of the teacher education program (Desha & Hargroves, 2014; Villar, 2010). When the program is granted the accreditation, the accreditor assures and certifies that the program is offering quality education. In the teacher education program, the pre-service teachers are expected to attain levels of knowledge, practice, and professional engagement based on Philippine Professional Standards for Teachers. However, many accredited teacher education programs are facing the challenge of the preparedness of the pre-service teachers in meeting the standards of the teaching profession. This correlational study aims to determine the significant relationship between program accreditation and the preparedness of the pre-service teachers to the standards of the teaching profession.  The respondents were 45 graduating students from the BEED and BSED program with PAASCU Level II accreditation. The results of the study showed that the levels of agreement on program accreditation (M=4.22, SD=.53) and preparedness to the teaching profession of the pre-service teachers (M=4.33, SD=.49) are high. Moreover, based on Mann Whitney U test, the result revealed no significant differences in the levels of agreement on program accreditation (p = .651) and preparedness of the pre-service teachers (p = .536) when grouped according to programs. Finally, the results showed a high significant relationship between program accreditation and preparedness for the pre-service teachers to the standards of the teaching profession (r=.34, p.00) based on Pearson correlation. Thus, program accreditation is vital to the preparation of the pre-service teachers for their future practice of the teaching profession and the improvement of teacher quality.